School News

Exploring the Positive Power of Technology in K-2

At Friends, the thoughtful integration of technology begins early. With guidance from Lower School Computer Science Teacher Judith Seidel, students engage in purposeful, age-appropriate tech experiences that encourage creativity, collaboration, and reflection.

Whether designing simple programs in ScratchJr during Buddy Time Community Period with kindergarten and third-grade partners, or learning sequencing and logic through Bee-Bots and Finch robots in first and second grade Creative Computing, students explore digital tools in ways that are joyful and developmentally appropriate. Creative storytelling comes to life through stop-motion animation, inviting students to combine visual planning, hands-on creation, and digital recording.

Importantly, second grade students are also encouraged to discuss and reflect on how technology makes them feel. These conversations help cultivate mindful and balanced digital habits from an early age.

In the Lower School, creative computing happens both on and off the screen. Students not only learn how to use technology, but also begin to internalize the habits of a computational thinker—such as recognizing patterns, sequencing steps, breaking problems into parts, and experimenting with different iterations. They also reflect on how, when, and why technology evokes certain feelings.

These activities do more than build technical skills—they spark imagination, foster problem-solving, and strengthen community.

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Friends Students Connect at Inaugural NY Quaker Schools Conference

On March 3, eight Upper and Middle School students — William K. ’27, Michael ’27, Adela ’28, Gloria ’28, Maya ’29, Theano ’29, Mila ’30, and Sara ’30 — joined chaperones Kara Kutner and Eric Quiñones for the first-ever New York Quaker Schools Conference. The conference, entitled Creating a Closer NY Quaker Community and hosted by Friends Academy on Long Island, brought together students and faculty from Friends Academy, Friends Seminary, Brooklyn Friends, Mary McDowell Friends, and Oakwood Friends. It was a special opportunity for community building, learning from peers, service, and Quaker worship.

Highlights of the day included a panel discussion with Black Quakers, service activities that ranged from working with preschoolers to making sandwiches for community fridges, and student-led breakout spaces (one was led by our own Michael ’27), in which students explored issues related to Quakerism and how it is lived out at our schools. There was also origami, Quaker trivia, and a sing-along! The day culminated with a truly beautiful candlelit Meeting for Worship.

The entire Friends Seminary cohort enjoyed this meaningful day and the opportunities it provided to make connections across our Quaker communities. Sara reflected, “The Quaker Schools Conference was so fun, and I made so many great memories and new friends. My favorite part of the day was the candlelit Meeting for Worship because it was cool to see their meeting house lit up with candlelight and sit with the people from all of the other schools. I also found the breakout rooms really interesting because we got to talk with kids from other Quaker schools and learn new things."

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Where Language Meets Life: A Joyful Immersion in Spanish Culture

A boat tour of Barcelona’s bustling port, a guided visit to Antoni Gaudí’s breathtaking Sagrada Familia, and an excursion to the world-renowned Picasso Museum—these are just a few of the cultural moments Friends Seminary students enjoyed during the second year of the Barcelona Exchange Program. But even more memorable than the sights were the everyday joys: leisurely breakfasts in local cafés before class, spontaneous conversations in Spanish, and warm connections with their host families.

Launched last year by Kara Kutner, Director of the Center for Peace, Equity and Justice, the Exchange Program with Colegio Sant Ignasi (Saint Ignatius) in Barcelona continues to grow as a cornerstone of Friends Seminary’s global education offerings. In the fall, five students from Sant Ignasi joined our New York community, engaging in school life and forging friendships with their host students.

This spring, the exchange came full circle. Friends students—Amaa ‘26, Geneva ‘27, Mia ‘27, Raya ‘26, and Victoria ‘26—packed their bags and traded their classroom seats for a once-in-a-lifetime learning experience in Barcelona. Once immersed, Friends students embraced the challenge of Sant Ignasi’s rigorous academic program—all taught in Spanish. From ordering their meals with confidence at cafés to contributing in classroom discussions, they leaned into the experience with curiosity and courage. They reflected with pride on their efforts to engage in Spanish conversation, try new foods, and deepen their friendships. Click here to learn more.

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Bearing Witness: A Deepened Study of The Diary of Anne Frank in Middle School English

This spring, Grade 6 students at Friends Seminary have been engaged in a powerful and multifaceted exploration of Anne Frank: The Diary of a Young Girl. As part of their English 1 curriculum, students have been reflecting on the enduring importance of personal narratives and what it means to serve as a witness to injustice. The unit has been grounded in a broader understanding of history, language, and empathy—integrating instruction with moral inquiry and historical reflection.

At the heart of this work is English teacher Yuxi Lin, who completed a four-day professional development trip to Amsterdam in the summer of 2024. While there, she visited key historical and cultural institutions including the Anne Frank House, the Jewish Cultural Quarter, the National Holocaust Museum, the Jewish History Museum, and the Verzets Resistance Museum. She also explored the topic of looted Jewish art and post-war recovery efforts. Yuxi documented her journey with photographs, videos, and daily journal reflections, all of which she has since incorporated into her curriculum. Click here to learn more.

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Turntables and Timelines

The History Department is recognized for its dynamic and responsive curriculum, offering electives that align with students’ evolving interests and societal concerns. Courses such as Black Thought & Action in a White World and Case Study in Social History: Hip-Hop provide students with opportunities to explore historical narratives through diverse and relevant lenses. This student-centered approach has proven highly effective, as evidenced by the fact that 80 percent of Grade 12 students elect to take a history course, despite only three years of study being required.

Further enriching this interdisciplinary approach, history teacher Stephon Richardson deepened his expertise in DJing after receiving a Strategic Innovation Curriculum Grant last summer. He recently shared these skills with students during a well-attended lunch event, where he not only DJed but also provided insightful commentary on the history and cultural significance of hip-hop.

As part of Case Study in Social History, students took their exploration of hip-hop even further by recreating an early 1980s hip-hop party. Within the constraints of the era, they took on roles as DJs, MCs, choreographers, and promoters, immersing themselves in the cultural and logistical realities of the time. These hands-on experiences, combined with a broader historical framework and insights from sociology and psychology, allowed students to critically analyze hip-hop’s social utility and enduring influence.

Additionally, students interested in hip-hop and beat-making gained valuable exposure to the fundamentals of sampling, along with practical tips and techniques to enhance their understanding of music production. Through this innovative approach, history is not just studied—it is experienced, performed, and brought to life in a way that resonates with students today.